Setting up the CURE: approaches to introducing scientific literature into course‐based research projects studying Malate Dehydrogenase function in Trypanosoma brucei

Abstract

We are using course‐based research experiences (CUREs) to provide opportunities for upper‐level Biochemistry and Molecular Biology majors to gain exposure to laboratory research and learn hypothesis‐development in biochemistry. One challenge to this research is the constraint of the academic calendar, limiting the amount of time students have to learn background information, develop a good hypothesis and perform proposed experiments within an academic term. The research projects in this CURE involve metabolic regulation in Trypanosoma brucei, the protozoan parasite that causes African sleeping sickness, pathogenesis by this unicellular eukaryote is dependent on a metabolic transition from oxidative phosphorylation in the Tsetse fly host to glycolytic metabolism in mammalian hosts. We are interested in exploring potential substrate‐channeling functions of malate dehydrogenase (MDH) isoforms in T. brucei,by exploring protein‐protein interactions and post‐translational modifications using recombinant T. bruceiMDH. This research is performed in collaboration with the protein‐centric MDH CURE community (MCC), a consortium of faculty working on MDH research. MCC CUREs have been shown to support student learning and ownership of research, and provide a wealth of opportunities for comparative studies, access to scientific information and community to assist with course design and sharing of reagents. In one timeline of our MDH CURE, the semester begins with a four‐week “boot camp” of common laboratory techniques and, at the same time, student teams learn some background within a defined research area and choose projects. They spend the remaining eight weeks performing research then present their fundings at the end. This approach provides several weeks for research, but students have little time to learn the background about their projects before they actually begin. Recently a new timeline was tried for the CURE in which the first three weeks is spent on assignments related to reading and discussing relevant scientific literature, then two weeks of “boot camp” before student teams begin their research projects. In this approach, there was more focus on literature and previous experiments as they developed their hypotheses. Students in both semesters had the opportunity to share their ideas and projects with other members of the MCC. Comparing the outcomes from these two timelines, the longer “boot camp” model provided students one more week to perform research, while the earlier literature assignments resulted in greater use of outside sources and understanding of the context of the research in final reports. This provides a model for ways to prepare students for CURE research projects.